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首页> 外文期刊>Medical education >Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school.
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Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school.

机译：基于问题的学习的长期影响：比较基于问题的学校和传统医学院的毕业生获得的能力。

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Background Problem-based learning (PBL) as an approach to the instruction of medical students has attracted much attention in recent years. However, its effect on the performance of its graduates is the subject of considerable debate. This article presents data from a large-scale study among graduates of a problem-based medical school and those of a conventional medical school to contribute to this discussion. Purpose To study the longterm effects of problem-based medical training on the professional competencies of graduates. Methods A questionnaire was sent to all graduates since 1980 of a problem-based and a conventional medical school. Participants were requested to rate themselves on 18 professional competencies derived from the literature. Results The graduates of the PBL school scored higher on 14 of 18 professional competencies. Graduates of the problem-based school rated themselves as having much better interpersonal skills, better competencies in problem solving, self-directed learning and information gathering, and somewhat better task-supporting skills, such as the ability to work and plan efficiently. There were no sizeable differences with regard to general academic competencies, such as conducting research or writing a paper. Graduates from the conventional school rated themselves as having slightly more medical knowledge. The findings were shown to be valid and robust against possible response bias. Conclusion The findings suggest that PBL not only affects the typical PBL-related competencies in the interpersonal and cognitive domains, but also the more general work-related skills that are deemed important for success in professional practice.
机译：背景技术基于问题的学习（PBL）作为医学生教学的一种方法近年来受到了广泛的关注。但是，其对毕业生表现的影响是一个颇有争议的话题。本文介绍了基于问题的医学院的毕业生和传统医学院的毕业生进行的大规模研究得出的数据，这些数据有助于这一讨论。目的研究基于问题的医学培训对毕业生专业能力的长期影响。方法自1980年以来向所有基于问题的医学院和常规医学院的所有毕业生发送了问卷。要求参与者对来自文献的18种专业能力进行评分。结果PBL学校的毕业生在18个专业能力中的14个中得分较高。基于问题的学校的毕业生认为自己具有更好的人际交往能力，解决问题的能力，自我指导的学习和信息收集能力以及任务支持能力（例如有效地进行工作和计划​​）的能力也更好。在一般学术能力方面，例如进行研究或撰写论文，没有很大的差异。传统学校的毕业生认为自己拥有更多的医学知识。研究结果被证明对可能的反应偏倚是有效和可靠的。结论研究结果表明，PBL不仅影响人际和认知领域中与PBL相关的典型能力，而且还影响被认为对专业实践成功至关重要的更一般的与工作相关的技能。

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